Laura Holliman

Administrative Coordinator II, Counseling and Higher Education
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Contact Info
Office: 
Welch Street Complex 2 104
Phone: 
940-565-2911
Email: 
Laura.Holliman@unt.edu

<p>Laura is the Administrative Assistant to the Chair of the Department of Counseling &amp; Higher Education.</p>

Alecia Adams

Administrative Coordinator II, Department of Educational Psychology
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Office: 
Matthews Hall 316-D
Phone: 
940-565-2067
Email: 
Alecia.Adams@unt.edu

Alecia is the Administrative Coordinator for the Department of Educational Psychology, assistant to the Chair, handles payroll, budgets and provides support to faculty and students. She has worked at the university since 2003 and enjoys interacting with students, faculty and staff. In her free time, Alecia loves to travel.

Laura Coleman

Graduate Admissions Coordinator, Educational Psychology
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Contact Info
Office: 
Matthews Hall 316-C
Phone: 
940-565-3486
Email: 
Laura.Coleman@unt.edu

Laura works with prospective and current students on academic issues related to admissions, registration, scheduling, graduation, and other milestone events. She was worked in the Educational Psychology department since 2006 after obtaining her degree from the university in 2005. Laura loves working with students, faculty and staff at UNT.

Jamaal Young

Associate Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 218-G
Phone: 
940-565-4632
Email: 
Jamaal.Young@unt.edu

Jamaal R. Young, PhD, is an Associate Professor in the Teacher Education & Administration department. He focuses his attention on culturally responsive mathematics teaching, particularly related to the educational needs of African American children, multicultural STEM project based learning, preparation of pre-service mathematics teachers to work with diverse learners, and meta-analysis and quantitative methodology. Dr. Young currently seeks to examine the instructional factors that contribute to the success of children of color in STEM content areas.

Publications

Young, J. R., & Young, J. L. (accepted). BlackMaled: A 20-year content analysis of the Black male teacher empirical research. Race, Ethnicity, and Education. (extended abstract accepted).

Young, J. L., Young, J. R., & Butler, B. R. (accepted). A student saved is NOT a dollar earned: A meta-analysis of school disparities in discipline practices toward Black children. Taboo: The Journal of Culture and Education. (Double Blind peer-reviewed, Acceptance Rate: 2-10%, Journal Reported)

*Young, J. R., Fox, B., Young, J. L., & Levingston, E. (accepted). We would if we could: Examining culturally responsive teaching self-efficacy in middle school mathematics methods courses. Journal of Colorism Studies.

Young, J. L. & Young, J. R. (accepted). Black parents as achievement socialization agents for Black girls: Building to mathematics. In Social Justice and Parent Partnerships in Multicultural Education.

Young, J. L., Young, J. R., & Capraro, R. M. (in-press). Gazing past the gaps: A growth-based assessment of the mathematics achievement of Black girls. The Urban Review.

Young, J. L., Young, J. R., & Ford, D. Y. (in-press). Standing in the gaps: Examining the effects of early gifted education on Black girl achievement in STEM. Journal of Advanced Academics.

*Cason, M., Young, J. R. (in-press). A meta-analysis of the effects of numerical competency development on achievement: Recommendations for mathematics educators. Investigations in Mathematics Learning.

Young, J. L., Ero-Tolliver, I., Young, J. R., & Ford, D. Y. (in-press). Maximizing opportunities to enroll in advanced high school science courses: Examining the scientific dispositions of Black Girls. Journal of Urban Teaching, Learning, and Research.

Young, J. L., & Young, J. R, (in press). Responding to culturally unresponsive teaching: A systematic review of culturally responsive teaching self-efficacy using confidence intervals. Journal of Praxis in Multicultural Education.

Young, J. R., & Young, J. L. (in press). African American female achievement in STEM: Can AP courses provide a different story? In B. Polnick, B. Irby, & J. Ballenger. (Eds.), Girls and Women of Color in STEM: Navigating the Double Bind. Charlotte, NC: Information Age Publishing Inc.

Young, J. R. (2017). Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 22, 19-33.

*Foster, M, Young, J. R., & Young, J. L. (2017). Teacher perceptions of parental involvement of low-income, culturally and linguistically diverse children: A meta- analysis. Journal of Ethical Educational Leadership.

Young, J. L., & Young, J. R. (2017). Opportunity knocks, will she answer: Dispositions and participation of girls of color in STEM enrichment. Journal of Expanded Learning Opportunities, 1(4), 12-25.

Young, J. R. (2017). Technology integration in mathematics education: Examining the quality of meta-analytic research. International Journal on Emerging Mathematics Education, 1(1), 71-86. DOI: http://dx.doi.org/10.12928/ijeme.v1i1.5713

Young, J. L., Young, J. R., & Paufler, N. A. (2017). Out of school and into STEM: Supporting girls of color through culturally relevant enrichment. Journal of Interdisciplinary Teacher Leadership, 2(1), 28-34.

Young, J. L., Young, J. R. & Capraro, M. M. (2017). Black girl's achievement in middle grades mathematics: How can socializing agents help?. The Clearing House, 90(3), 70-76.

Young, J. L., Feille, K., & Young, J. R. (2017). Black girls as learners and doers of science: A single-group summary of elementary science achievement. Electronic Journal of Science Education, 21(2), 1-20.

Capraro, R. M., Barroso, L. R., Nite, S., Rice, D., Lincoln, Y. S., Young, J. R., & Young, J. L. (2017). Developing a useful and integrative STEM disciplinary language. International Journal of Education in Mathematics, Science and Technology, DOI: 10.18404/ijemst.31232.

*Young, J. R., Ortiz, N. A., & Young, J. L. (2017). STEMulating interest: A meta-analysis of the effects of out-of-school time on student STEM interest. International Journal of Education in Mathematics, Science and Technology, 5(1), 62-74.

*Cason, M., Young, J. R., Foster, M., Ortiz, N. (2017). Is mathematics identity development possible with hip-hop pedagogy? RCML Intersection Points, 42(1), 7-9.

Young, J. R. (2017). Vervistic instruction as a vehicle to mathematics competency for African American girls. In P. Larke, G. Webb-Hasan, & J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK- 12 Settings (pp.69-90). Charlotte, NC: Information Age.

*Alsuwat, S., & Young, J. R. (2016). Meta-Analysis of the effects of traditional versus technology-based instruction on reading comprehension of EFL students. English as a Foreign Language Journal, 1(3), 189-202.

Young, J. R. (2016). Unpacking TPACK in mathematics education research: A systematic review of meta-analyses. International Journal of Educational Methodology, 2(1), 19- 29.

Young, J. L., & Young, J. R. (2016). Closing the gap or reaching the ceiling: An exploratory trend analysis of the Black White achievement gap in Texas. Journal of Multicultural Affairs, 1(1) Retrieved from http://scholarworks.sfasu.edu/jma/vol1/iss1/4.

Young, J. R., & Young, J. L. (2016). Young, Black, and anxious: Describing the African American student mathematics anxiety research using confidence intervals. Journal of Urban Mathematics Education, 9(1), 79-93.

Young, J. R., & Young, J. L. (2015). Anxious for answers: A meta-analysis of the effects of anxiety on African American k-12 students' mathematics achievement. Journal of Mathematics Education at Teachers College, 6(2). 1-8.

*Beavers, A., Fox, B. L., Young, J. R., Bellows, E. M., & Kahn, L. (2015). Integrating writing in the middle-level mathematics classroom: An action research study. MLET: The Journal of Middle Level Education in Texas, 2(1), 4-39.

*Young, J. R., Young, J. L., & Hamilton, C. (2013). The use of confidence intervals as a meta- analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Journal of Research on Technology in Education, 46(2), 149-172.

Young, J. L. & Young, J. R. (2013). STEMulations: Purposefully repurposing powerpoint technology for socially situated simulations. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (p. 2979). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

*Young, J. R., Young, J. V., Hamilton, C. (2013). Culturally relevant project-based learning for STEM education: Implications and examples for urban schools. In M. Capraro, R. Capraro, & C. Lewis (Eds.), Improving Urban Schools: Equity and Access in K-16 STEM Education (pp. 39-65). Charlotte, NC: Information Age.

Young, J. R., & Young, J. L. (2012). "But that's not fair": Teacher technology readiness and African American students'. The Journal of the Texas Alliance of Black School Educators, 4(1), 19-32.

*Young, J. R., Young, J. V., Shaker, Z. (2012). Describing the pre-service teacher TPACK literature using confidence intervals. TechTrends, 56(5), 25-33.

Larke, P., Young, J. L., & Young, J. R. (2011). Making a case to LEARN: Linking emphasis on the achievement and reporting of the needs of African American females on NAEP test results. In L. Howell, C. Lewis, & N. Carter (Eds.), Yes We Can! Improving Urban Schools Through Innovative Education Reform (pp. 145-168). Charlotte, NC: Information Age.

Jordan, G., & Young, J. R. (2010). DC electronics: Understanding series circuits and how they relate to daily use. In R. Capraro, M. Capraro, J. Morgan, & J. Scheurich (Eds.), A Companion to Interdisciplinary STEM Project-based Learning (pp. 87-94). Rotterdam, Netherlands: Sense Publishers.

Young, J. R. (April, 2010). Five benefits of technology. Aggie Science, Technology, Engineering, & Mathematics, 7, 2.

Capraro, R. M., Young, J. R., Woods, M., Yetkinker, E., & Lewis, C. (2009). An examination of math achievement and growth in a mid-western urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 46-65.

Recent Conference Presentations

Young, J. R., & Young, J. L. (February, 2018). Principles to research practice: A systematic review of meta-analysis in mathematics education to promote equity. Paper to be presented at the Annual Association of Mathematic Teacher Educators, Houston, TX.

Young, J. L. & Young, J. R. (July, 2017). FUNctional formative assessments: Summing up success. Paper presented at the Annual Meeting of the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Young, J. R. & Young, J. L. (July, 2017). STEMulating performance through project-based learning. Paper presented at the Annual Meeting of the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Young, J. L., Ero-Trolliver, I., Young, J. R., & Ford, D. Y. (April, 2017). Maximizing opportunities to enroll in advanced science courses: Examining the scientific dispositions of Black girls. Paper presented at the 101st Annual Meeting of the American Education Research Association, San Antonio, TX.

Young, J. R., Young, J. L., (April, 2017). Single-group summaries using confidence intervals: An opportunity to inform gap Analysis in mathematics education. Paper presented at the 101st Annual Meeting of the American Education Research Association, San Antonio, TX.

Young, J. R. (April, 2017). What is critical quantitative analysis? Paper presented at the 16th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Denton, TX.

Young, J. R. & Young J. L. (April, 2017) Single-group summaries using confidence intervals: An alternative to gap analysis. Presentation at the Annual Meeting of the National Council of Teachers of Mathematics, San Antonio, TX.

*Cason, M., Ortiz, N., Young, J. R., & Foster, M. (March, 2017). Mathematics Identity Development: Is there a place for Drake in math class? Paper presented at the 44th Annual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX.

Young, J. R. & Young, J. L. (March, 2017). Beyond gap gazing: Single-group summaries of using confidence intervals. Paper presented at the 44th Annual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX.

Young, J. R. (2016, November). Practicing what we preach: Addressing the marginalization of equity in meta-analytic research in mathematics education. Paper to be presented at the Annual conference of the National Association for Multicultural Education, Cleveland, OH.

Young, J. L., & Young, J. R. (2016, June). An exploratory analysis of 4th grade African American girls mathematics achievement: Can the NCTM curriculum focal points explain the difference? Paper presented at the Annual Conference for the Advancement of Mathematics Teaching, San Antonio, TX.

Young, J. R., & Young, J. L. (2016, June). Technology professional development for urban mathematics teachers: Using confidence intervals to characterize effectiveness. Paper presented at the Annual Conference for the Advancement of Mathematics Teaching, San Antonio, TX.

Young, J. R. (2016, April). No generalization without representation: A survey of reporting practices in mathematics education meta-analytic research. Paper presented at the 15th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Denton, TX.

Young, J. R., & Young, J. L. (2016, January). Using confidence intervals to evaluate the effects of professional development on urban mathematics teachers TPACK. Poster presented at the Annual Meeting of the Association of Mathematics Teacher Educators, Irvine, CA.

Fox, B., Bright, A. Aguilar-Valdez, Young, J. R., & Swampna M. (2015, October). Challenging the master script: Invoking critical race theory in STEM. Panel presentation at the Annual Meeting of the National Association for Multicultural Education, New Orleans, LA.

*Young, J. R., Fox, B., Young, J. L., Levingston, E., & Rideaux, K. (2015, October). Noticing diversity, equity, and social justice in the mathematics classroom: Identifying culturally responsive teaching. Paper presented at the Annual Meeting of the National Association for Multicultural Education, New Orleans, LA.

Young, J. L., & Young, J. R., (2015, April). African American female achievement on advanced placement examinations: Implications for success. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

*Young, J. R., Young, J. L., Fox, B., & Levingston, E. (2015, March). Noticing diversity, equity, and social justice in the mathematics classroom: Connecting communities of practice. Paper presented at the Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Lubbock, TX.

Young, J. R. (2015, February). Using TPACK to unpack the effectiveness of technology on mathematics teaching and learning. Paper presented at the Annual meeting of the Association of Mathematics Teacher Educators, Orlando, FL.

*Young, J. R., Young, J. L., Fox, B., & Levingston, E. (2014, November). Stimulating culturally responsive self-efficacy in mathematics teachers by dismantling ideas of culturally mismatch through video exemplars. Paper presented at the Annual Meeting of the National Association of Multicultural Education, Tuscan, AZ.

Young, J. L., & Young, J. R. (2014, March). Coordinate choreography: An exemplar of culturally responsive mathematics instruction for African American girls. Paper presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Young, J. L., & Young, J. R. (2014, March). ReVisioning culturally responsive practice: Summarizing the culturally responsive teaching-efficacy scale (CRTSE). Paper presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Young, J. L., & Young, J. R. (2013, November). Misplaced advancements: A critical examination of African American female student access, participation, and achievement. Paper presented at the Annual Meeting of the National Association for Multicultural Education, Oakland, CA.

Young, J. L., Young, J. R., & Larke, P. J. (2013, October), Making "ME" matter: A critical examination of gifted Black girl's academic achievement in K-4 settings. Paper presented at the Annual Meeting of the Research on Women and Education Conference, Las Cruces, NM.

*Young, J. R., Young, J. L., & Hamilton, C. (2013, May). The use of confidence intervals as a meta-analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Poster presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Young, J. L., & Young, J. R. (2013, April). Critical race theory: Not just qualitative any more. Paper presented at the 12th Annual Meeting of the Texas National Association of Multicultural Educators, San Marcos, TX.

Young, J. R., & Young, J. L. (2013, April). Anxious for answers: Describing the African American student mathematics anxiety research using confidence intervals. Paper presented at the 12th Annual Meeting of the Texas National Association of Multicultural Educators, San Marcos, TX.

Young, J. L., & Young, J. R. (2013, March). STEMulations: Purposefully repurposing powerpoint technology for socially situated simulations. Paper presented at the Annual Meeting of the Society for Information Technology and Teacher Education, New Orleans, LA.

Young, J. R., & Young, J. L. (2012, March). How can culturally relevant pedagogy serve as a conduit to STEM education for all? Paper presented at the 11th annual meeting of the Texas Chapter of the National Association for Multicultural Education, College Station, TX.

Young, J. L., & Young, J. R. (February, 2011). Teacher technology efficacy and female Hispanic mathematics student Achievement. Paper presented at the 30th Annual Meeting of the Research Association of Minority Professors, Baltimore, MD.

Young, J. L., Larke, P. J., & Young, J. R., (February, 2011). African American females performance on state and national mathematics assessments. Paper presented at the 34th Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Young, J. R., & Young, J. L. (February, 2011). Effects of teacher technology pedagogical content knowledge for using interactive whiteboards on Hispanic student mathematics achievement. Paper presented at the 34th Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Young, J. R., Lea, J. V., & Larke, P. J. (2010, November). That's not fair: Technology equity and mathematics achievement. Paper presented at the Annual Meeting of the National Association of Multicultural Educators, Las Vegas, NV.

Young, J. R., Lea, J. V., & Larke, P. J. (2010, March). Assessing the needs of the new non- traditional student of color: Implications for post-secondary educators. Paper presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, TX.

Young, J. R., & Lea, J. V. (2010, February). Teacher technology readiness and African American student mathematics achievement. Paper presented at the 29th Annual Meeting of the Research Association of Minority Professor, Houston, TX.

Young, J. R., Yetkiner, E. Z., Woods, M., Capraro, R. M., & Lewis, C. W. (2010, February). An examination of mathematics achievement in an urban school. Paper presented at the 33nd Annual Meeting of the Southwest Educational Research Association, New Orleans, LA.

Lea, J. V. & Young, J. R. (2010, February). Reaching for the STaRs: Technology and African American achievement . Paper presented at the 33nd Annual Meeting of the Southwest Educational Research Association, New Orleans, LA.

Lea, J. V., Young, J. R., & Larke, P. J. (2009, November). Closing the gap or reaching the ceiling: The achievement gap in Texas from 1987 until the present. Paper presented at the 9th Annual Meeting of the National Association of Multicultural Educators, Denver, CO.

Young, J. R. (2009, February). Meta-analysis of the effectiveness of virtual manipulative materials. Paper presented at the 32nd Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Young, J. R. (2009, February). Meta-analysis of the effectiveness of virtual manipulative materials. In V. Wilson (Chair), Meta-Analyses in education: Some current findings. Symposium conducted at the 32nd Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Young, J. R. (2008, February). What makes computer-assisted mathematics interventions effective? Paper presented at the 31st Annual Meeting of the Southwest Educational Research Association, New Orleans, LA.

Courses Taught

EDEE 4350 - Mathematics in Elementary Grades 1-8
EDCI 6350 - Research and Practice of Teaching
EDSE 4060 - Content Area Reading
EDME 4351 - Mathematics in the Middle School 4-8

Professional Associations and Activities

National Council of Teachers of Mathematics (NCTM)

Review of Educational Research - Reviewer (2013-present)
Contemporary Issues in Technology and Teacher Education - Math - Editorial Board Member (2012-present)
School Science and Mathematics Journal - Reviewer (2008-present)
Journal of Urban Mathematics Education - Reviewer (2010-present)
Journal of African American Male Achievement- Reviewer (2010-present)

Congratulations Yulia Pronchenko and Dr. Sue Bratton!

Yulia Pronchenko

Counseling doctoral student Yulia Pronchenko, and Dr. Sue Bratton received the 2011 Dan E. Homeyer Research Grant Award from the Texas Association for Play Therapy (TAPT). These funds will help support Yulia’s dissertation project, an experimental design: Child Teacher Relationship Training: Effects on Teacher Stress and Teacher’s Ability to Provide Emotional Support for At-risk Preschoolers Exhibiting Disruptive Behavior Problems.

The award provides funds to support research, the opportunity to present completed research at the next TAPT conference and publish results in the TAPT newsletter, free conference registration and two nights at the conference hotel.

 

 

 

Left: Yulia Pronchenko

National award given to educational administration students

Robert BosticLisa YoungSouthwest Securities/UNT Superintendent Certification Program students Robert Bostic and Lisa Young have been named recipients of the American Association of School Administrators (AASA) Educational Administration Scholarship. They were two of only seven awardees nationally, each receiving $2,500, and will be presented with an award and their scholarship at the 2012 National Conference on Education (NCE) in Houston, TX in February, 2012.  

Bostic, current director of technology for the Denton ISD, states that he is "humbled by this award." Young, coordinator for 21st century learning and professional development for Southlake Carroll ISD, thanks the AASA for "offering this generous award and to my UNT professors for nominating me." Young believes that being part of the UNT superintendent cohort has provided her a support for all of her educational and career endeavors. She stated, "I ask the cohort's opinions, share my concerns and hear about their experiences. This program has provided me with friends who are genuine, intelligent and helpful."

Congratulations to these outstanding individuals.

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Special Education students present at conference

Lyndall Bullock's studentsThe Teacher Education Division for the Council for Exceptional Children hosted its annual conference in Austin, TX, November 8 - 12, 2011.

Students of Dr. Lyndal Bullock in Special Education presented their research and attended meetings.

 

 

 

 

 

 

 

 

Pictured at left: Calli Lewis, Mandy Lusk, Staci Zolkoski and Kelly Carrero

Alpha Iota Chapter of Kappa Delta Pi receives award

Ron WilhelmCongratulations to the members of the Alpha Iota Chapter of Kappa Delta Pi International Honor Society in Education. The chapter received the Achievement in Chapter Excellence Award at the society’s biennial convocation this past week. This is the fourth ACE award for Alpha Iota Chapter and represents members’ hard work over a two-year period to nurture scholarship and honor excellence in education. Congratulations are also in order for Dr. Ron Wilhelm, who was awarded the O.L. Davis, Jr. Counselor of Distinction Award at the 2011 Kappa Delta Pi International Honor Society in Education Convocation.

 
 
At left: Dr. Ron Wilhelm

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